[William Engfer - NROC] 13:01:02 All right, well, let's get this webinar started. Thank you all for joining us today for our April edition of our NROC project webinar series. Uh, this webinar, Scaling to Success from the Classroom to Career Readiness. [William Engfer - NROC] 13:01:18 with Tennessee Sales and EdReady is our latest edition in a running series of webinars that we have with our partners, um, to talk about, you know, the amazing work that they're doing using EdReady out in the real world. [William Engfer - NROC] 13:01:32 And for us to explore, you know, the impact of some of those things across the country. And today, obviously, we'll be specifically talking about the Tennessee Sales Program. Very happy to be joined by Laura Mason, Kathy DeAngelis, and Simone Smith. [William Engfer - NROC] 13:01:47 Um, I'll intro them in just a little bit, but, um… First and foremost, I'll get some, uh, some housekeeping stuff out of the way. Just as an FYI, if you're going to be messaging in the chat, which we would absolutely encourage you to do, please make sure you just flip that over from hosts and panelists to everybody. That way everyone will be able to see… well, be able to see your messages. [William Engfer - NROC] 13:02:11 So I'll go through, we'll be going through those messages in the chat and in the Q&A. If you have any questions at any point, please feel free to pop them in there. We'll go through them as they come up, if they're relevant at the time, but we'll also have a Q&A section at the end. [William Engfer - NROC] 13:02:28 Please feel free, drop in any questions anytime. This webinar is being recorded. It will be available via our website archive. So the recording will be available with closed captioning for accessibility as well as a copy of the presentation slides and a transcript as well. So you'll all receive an email with a link to that a couple days. [William Engfer - NROC] 13:02:53 after the webinar. Likewise, if you have any issues at any point, please reach out to us at community@nrock.org, and we'll hopefully help you figure out those tech issues. [William Engfer - NROC] 13:03:06 Um, we, of course, want to welcome everybody today. We'd love to get to know who's here with us, so if you'd like to pop your name, your institution, your title, into the chat, that way we can all sort of get to know each other. And again, if you can make sure you've switched that over from hosts and panelists to everyone. [William Engfer - NROC] 13:03:24 That way everybody will be able to see your messages, but… As we're doing that, I'm gonna do a little bit of an introduction here to the NROC project and to EdReady, the NROC project was founded way back in 2003, sort of in the nascent age of the open education resource movement, where we really decided we wanted to use this zany thing called the internet to help with education. [William Engfer - NROC] 13:03:48 Um, and that led to the founding Venrock. We were founded with funding from, um, you know, the Bill and Melinda Gates Foundation, MacArthur Foundation, um, and the Hewlett Foundation as well. [William Engfer - NROC] 13:04:00 That sort of parlayed into the starting of our journey on the OER… in the OER space, which led to us first deploying Hippocampus, then developing our Algebra 1 developmental math and developmental English programs. From there, we really decided that we needed a more comprehensive. [William Engfer - NROC] 13:04:18 program that would offer those OER resources, um, to students in a more dynamic environment that led to us developing and launching EdReady, which was launched, uh, back in 2014. It's an adaptive learning platform that students can use to master math and English skills. And now, as we've continued to do that, we've just grown and scaled up and up and up and up. [William Engfer - NROC] 13:04:43 And we're super excited to explore further into one of the ways that EdReady is being implemented in the Tennessee sales program as our example here. And we've seen some really great success with that, so we'll dive into that in just a little bit. [William Engfer - NROC] 13:04:59 If you're unfamiliar for whatever reason with the EdReady platform, it works essentially by having students take an initial diagnostic. That gives them an initial score, and then they're able to work through a dynamic learning path that's adjusted to their needs to cover the skills that they. [William Engfer - NROC] 13:05:16 need to cover in order to achieve mastery here. So you can see it goes from not ready, so they need a lot of work, all the way up to mastered, where they've really mastered this subject areas that they're looking at. Here's an example of that snapshot, uh, where somebody's taken. [William Engfer - NROC] 13:05:32 The initial diagnostic, and they've gotten that assessment in those various areas. So, you know, they definitely need to work a lot more on decimals, on measurement, geometry, concepts and statistics. We'll talk a little bit more about those sort of specific areas when it comes to. [William Engfer - NROC] 13:05:48 to, you know, the math programming specifically. But with that, I am going to introduce our speakers for today. [William Engfer - NROC] 13:05:56 Please join me in welcoming Dr. Laura Mason, who is the Curriculum Development Director at Tennessee Sales, Kathy DeAngelist, who is the Sales Field Coordinator, as well as Simone Smith, who is the Director of Ready for Industry via the eDynamic Learning Program. So, welcome all. Thank you so much for joining us today, and I will turn it over to you. [Laura Mason] 13:06:19 Awesome. Thank you so much. If you could go ahead and advance the slide. [Laura Mason] 13:06:26 So the sales program, our mission is to provide innovative programs that promote college readiness for the Tennessee high school students, and our vision is that every student will be college ready. [Laura Mason] 13:06:40 Next slide. So what exactly is sales? That's an acronym for seamless alignment and integrated learning support. So we have a partnership between the Tennessee Board of Regents and the high schools. The curriculum that we use is mostly with our senior math. [Laura Mason] 13:07:00 But we do also have juniors that join. It is a hybrid model where there is a teacher in the classroom, but also we have the computer program online and we do provide this free to all high schools and students. [Laura Mason] 13:07:15 Next slide. So the course we're wanting to talk about today is the sales MRDM, and that's another acronym for mathematical reasoning for decision making. [Laura Mason] 13:07:30 So if you'll go ahead and advance. So first of all, we're going to talk about our pilot. We did run a pilot during the 24-25 school year, and we partnered with 94 high schools across the state of Tennessee. You can see them there, and we had. [Laura Mason] 13:07:49 a lot of different types of partnerships with public schools, charter schools, private schools. And so this is where our feedback came from. We were happy to have each and every one. [Laura Mason] 13:08:04 Uh, be it a student, a teacher, or a field coordinator to give us feedback so that we could then make this a better program. [Laura Mason] 13:08:12 Next slide. So the population for this particular course is different than what maybe if you've known of sales before. We do not have an act score that rules out anyone needing this. They can take it if they're interested. [Laura Mason] 13:08:37 Also, per the standards, these would be students that have identified an interest in going to a Tennessee College of Applied Technology, a TCAT, the military, going straight into the workforce, or perhaps they're still undecided. [Laura Mason] 13:08:54 Some of the key things that we offer within this class would be strong decision making financial literacy and career readiness, which brings in our partner there, Simone, and the ready for industry. [Laura Mason] 13:09:12 So we're happy to have a lot of real world demand and post-secondary pathways outside of a four-year college that we present to these students. Next slide. [Laura Mason] 13:09:25 Here is the structure of the course, and you'll see it has 6 different modules. [Laura Mason] 13:09:33 And we use EdReady at the beginning of Modules 2, 3, 4, and five to do a initial diagnostic. [Laura Mason] 13:09:43 and then make an individualized study plan. We find that it's very difficult to approach the state standards if you have gaps in your math learning. So we'd like to go ahead and work on those, and then you're ready to come into the lessons. So that's the model of how we use EdReady. [Laura Mason] 13:10:04 Then you'll see the ready for industry is considered to be the wrap up module. But we've had such high interest that we do allow early access as early as module one. There are students that want to get in there and start working on that. [Laura Mason] 13:10:20 Next slide. All right. So now, Kathy's going to take us through the data from our pilot. [Kathy DeAngelis] 13:10:30 Okay, so like William and Laura both mentioned, is the first thing the students do when they get into an EdReady module is they take an initial diagnostic just to kind of assess their prerequisite skills to be able to do that, um, whatever module they happen to be in. And in this first one, it happens to be our finance module. That's the first module. [Kathy DeAngelis] 13:10:50 So, when the kids went in, um, and if you'll notice that first number where it says the median initial diagnostic score, so when they took their diagnostic, the median score. [Kathy DeAngelis] 13:11:00 for the students was a 60, so half above, half below, about. [Kathy DeAngelis] 13:11:04 And then, um, what we have decided is that we consider an 80% to be mastery. So our students, once they get into an EdReady module, they have to continue working until they get at least an 80%. [Kathy DeAngelis] 13:11:17 So, when we notice here that once the kids kept working, that their median score at the end was an 83. [Kathy DeAngelis] 13:11:25 But you'll notice also, if you look at the bar graph, that first that tallest bar, that kind of corresponds to, if you look at the numbers down there, that's about the 83. But you'll notice to the right of it, there are plenty of our students that they continued working. [Kathy DeAngelis] 13:11:40 You know, you get some students that, you know, as soon as they get the 80, they're good or as close to it, but then you have students that they want hundreds on everything. [Kathy DeAngelis] 13:11:48 So we had plenty of students that continued working until they got the 90s or 100s. [Kathy DeAngelis] 13:11:53 And then the top rectangular box off to the right, it actually gives you an amount of time that, on average that students worked. So you'll notice that it says the average time in the EdReady module in the finance module was just over six hours and 20 minutes. [Kathy DeAngelis] 13:12:09 With about an hour being spent on studying additional resources. [Kathy DeAngelis] 13:12:14 And next slide, please. So this is our second module. It's our algebra module. So just like the finance module, the first thing the students go in is they take our diagnostic. [Kathy DeAngelis] 13:12:26 So in this case, the median score happened to be a 51. [Kathy DeAngelis] 13:12:29 Again, they continued working until they got at least an 80%, and in this case, their final score at the end, and the median was an 82. [Kathy DeAngelis] 13:12:39 And again, you'll notice not as many, but you'll look at the little purple bars there. A lot of them stop kind of at 82, but there were some that continued on and got those 90s and 100s. [Kathy DeAngelis] 13:12:50 And again, when you look at the time spent here, it's like about 6 hours and 45 minutes in the module. [Kathy DeAngelis] 13:12:58 In about an hour and 7 minutes doing additional material. [Kathy DeAngelis] 13:13:02 Um, one thing I did want to mention is if you're not familiar with how EdReady works, um, one of the things is when you get in there and they start working in the modules, like, to get… once they take their diagnostic. [Kathy DeAngelis] 13:13:13 You go into the module, and there are a lot of helps, right? So before they start doing, like, little quizzes or things that can actually improve their score, they have the opportunity to watch videos. [Kathy DeAngelis] 13:13:26 to see people, you know, actually explain something. It might be, like, even, like, a whiteboard or a blackboard, and the problem appears as their… if they're auditory learner, they can actually listen to it. They also have problems that are all written out. [Kathy DeAngelis] 13:13:41 Just step by step, because then you get kids that are more the… they… they need to see the steps, and not just hear someone say it. And then they have, like, little practice. [Kathy DeAngelis] 13:13:50 problems at the end, and it will tell them with a smiley face, or a not-so-smiley face, if they got it correct or not. And they can do all these helps before they actually even get in, and then start doing the little other quizzes and tests to increase their overall score. So that's very helpful, no matter what kind of learner you have. [Kathy DeAngelis] 13:14:08 There are a lot of different options that will work for, you know, any student. [Kathy DeAngelis] 13:14:12 Next slide, please. So, our third module is the geometry module, and here our initial diagnostic for our students. The median score was a 64. [Kathy DeAngelis] 13:14:22 And then again, after working, they ended up with their median score of an 83. And just like the previous two modules, we did have students working all the way to get that 100. [Kathy DeAngelis] 13:14:32 And on this module, the geometry they spent just under 7 hours working in the module, and about 40 minutes of it was doing additional resources that the students could go into. [Kathy DeAngelis] 13:14:46 Next slide, please. And statistics was our last module. So the meeting initial diagnostic was a 61. [Kathy DeAngelis] 13:14:56 After working through the median diagnostic ended up being a 93, which actually was kind of surprising, because most of our students had not had statistics before. But the kids kept working, and they did very well, um, to get that 93. [Kathy DeAngelis] 13:15:11 Here, they spent about 7 hours and 17 minutes, you know, in the EdWriting module in about 25 minutes doing additional resources. But again, you can see with the bar graph that we had several students continue on and get that 100. [Kathy DeAngelis] 13:15:26 Next slide, please. [Kathy DeAngelis] 13:15:32 I think this is for yes, I will get on. [Laura Mason] 13:15:33 All right. Thank you. If you have any questions about the data that Kathy just went over, you could put those in chat and we can get to those at the end. But that was just for the pilot. During our pilot, we came in contact. [Laura Mason] 13:15:52 with another partner, the Alliance for Decision Education, and they were really interested in our math course specifically about the decision making. And so they wanted to talk with us, and they actually asked us. [Laura Mason] 13:16:09 to apply for a grant. And so we did, and we are now partnering with them. [Laura Mason] 13:16:17 On a grant, we were awarded in September and we are also looking at tracking the students progress. We are using data from EdReady. [Laura Mason] 13:16:31 And that is answering most of the academic questions in regards to, you know, how they start out in each module, and then how they progress. And so if you would like to follow that. [Laura Mason] 13:16:45 I'm dropping those links in the chat there. We are on Open Science Frame there as well. Next slide. [Laura Mason] 13:16:57 So ready for industry was another piece in the spring of 25 we found out about ready for industry from the TCATS, the Tennessee Colleges of Technology. And so we began to understand how that this could help our students. [Laura Mason] 13:17:18 that are undecided or that are thinking, I'm going into the workforce, but I'm not sure what career I would like to have. And so this became exploratory, and we put their program in as a link out. [Laura Mason] 13:17:32 And this was to help each student to find knowledge about possible careers. [Laura Mason] 13:17:40 Next slide. Okay. [William Engfer - NROC] 13:17:41 Yeah, thanks, Laura. Actually, I'd love to jump in and ask Simone to elaborate a little bit more about how that coupling happened, what sort of… what was the experience coming on board like, and then where have you really found maybe some synergy with the sales program and what you all are looking to do at Ready for Industry? [Simone Smith Ready for Industry] 13:18:01 Yes, 100%. So like with our team, we like to say that students and learners cannot be what they can't see so. And going through this pilot program, we want to make sure that students especially learn industry related like terminology. [Simone Smith Ready for Industry] 13:18:19 and skill-based practices. So during this time, like, we partnered with sales. So while students were having this opportunity, they're able to learn about these different high demand careers. [Simone Smith Ready for Industry] 13:18:32 And all of that foundational knowledge that goes with it. It also excites students, because now, as they're navigating through all of these different learning opportunities, they can see themselves in all of these different careers, and they're really learning about the fields. [Simone Smith Ready for Industry] 13:18:48 different fields in the industry and research behind it. So we wanted to make sure that while students are going through all of these other different programs that they see an end in mind, and they have these different career opportunities in these high demand fields. [Simone Smith Ready for Industry] 13:19:06 Um, Laura, if you want to elaborate on what student interest and especially learning through all those mathematical skills, what was the most popular. [Simone Smith Ready for Industry] 13:19:16 focus on these careers that you saw within the program. [Laura Mason] 13:19:22 So really, we have students that are interested in all of them, and it really surprises me because we work through these as field coordinators. We each took different modules, and I took the healthcare, which is very heavy. [Laura Mason] 13:19:39 In vocabulary, and to think that there are still students there saying, yes, I want to do that one, that is quite a surprise. But I know a lot of the students also are interested in the construction as well. That is one. [Simone Smith Ready for Industry] 13:19:52 instruction. very popular. [Laura Mason] 13:19:55 very popular. [William Engfer - NROC] 13:20:00 That's great. [Simone Smith Ready for Industry] 13:20:01 What else were you going to say? [William Engfer - NROC] 13:20:05 Well, that's great. Uh, thanks so much. I can keep moving us on if you want, Laura, and we can… we'll jump back in and talk a little bit more about some of these industry-specific things, because I think it really bridges over very nicely from where the skills prep side of what you all are doing with the. [Laura Mason] 13:20:11 Yes. [William Engfer - NROC] 13:20:22 MRDM program moves into actual real-world applicability, right, with ready for industry, with, like, actually thinking about careers where a student maybe doesn't initially think about, if I'm asked for algebra, that could be really important with me, you know, learning things that will be applicable to healthcare and to construction and stuff. I mean, geometry, how important is that in construction, right? [William Engfer - NROC] 13:20:45 We obviously want to make that jump for students. So, Laura, I will [Laura Mason] 13:20:46 Okay. [Laura Mason] 13:20:53 All right. So we did work out with the partners at our TCATS that if a student were to pass. [Laura Mason] 13:21:03 Each of the six proctored exams at 70% or higher that they would then earn a learning support waiver. So in the state of Tennessee, if you're not familiar, if you want to go to a community college, a university, or a technical school. [Laura Mason] 13:21:22 And they have admission requirements, usually based on your ACT scores. If you don't yet meet those requirements, you're generally put in a co-requisite model where you're taking a learning support for the math in addition to the credit. [Laura Mason] 13:21:38 bearing math. And so that's quite a burden. So that's part of the sales deal is that we try to knock that out. So that's one less math class for you when you get to the other side. And so. [Laura Mason] 13:21:52 TCATS were excited that students were interested in coming their way. And so they also. [Laura Mason] 13:21:59 helped us to work out a learning support waiver for any students going that pathway. So we're happy about that as well. [Laura Mason] 13:22:07 Next slide. Oh. [William Engfer - NROC] 13:22:07 That's great. Uh, Laura. Actually, just quick question about that, um… In the logic that TCATS had with, you know, getting past the support, um, like, the co-requisite models that they had going on, was that because they saw a lot of, like, retention issues with it? Do you think it helped boost… they're looking at helping boost enrollment in that through that program? [William Engfer - NROC] 13:22:32 What do you think that might be, like, streamlining through from that sales is helping facilitate for students to maybe stay at their programs? What have you seen [Laura Mason] 13:22:42 So we had. We had 849 students during the pilot that did earn this waiver. That doesn't mean that all 849 decided to enroll at TCAT. In fact, some of our community colleges have a partnership with TCATS also. [Laura Mason] 13:23:00 in which they have some industry credential courses. And so again, this learning support helps the student to get admitted, right? So knocking this out does not require them to take the ACT again, or some other admission test. [Laura Mason] 13:23:18 So, yes, we're hoping to open the door more for students. [William Engfer - NROC] 13:23:22 That's great. I know, especially as people explore these other education programs, right? All right, we'll head over to the next slide. [Laura Mason] 13:23:31 All right. So now we're going to go over to Kathy, and she's going to share with you about [Kathy DeAngelis] 13:23:37 Okay, yeah, so this is our second year of doing the MRDM and having Ed ready in it. And during our second year, we actually, as opposed to just the pilot year, we opened up our program to all schools, you know, across the state of Tennessee. And a lot of them. [Kathy DeAngelis] 13:23:53 decided to participate. We had a lot more students this year than we did, um, last year. [Kathy DeAngelis] 13:23:59 So if you want to go to the next slide, please. [Kathy DeAngelis] 13:24:02 So, one little exciting thing. I actually, since I am a field coordinator, I have a lot of high schools throughout the state of Tennessee. And currently, I actually have 12 high schools that are… that have MRDM and that are currently working on it. [Kathy DeAngelis] 13:24:17 So, one of the things that ended up happening this year, as opposed to in the pilot, is we actually got the MRDM got its own little portal, which was really nice. [Kathy DeAngelis] 13:24:29 And, you know, we could still do everything in our pilot schools. We could still check grades, and we can look at the schools and the students, but there was a lot more clicking to do to actually get to everything. So because, you know, this is our second year, our first year went really well. We had more students, and so now. [Kathy DeAngelis] 13:24:49 the students, we actually have, like, our own little MRDM portal that when the kids go in, they can actually just go right into the EdReady is all right in there. Whereas, you know, previously, we also had, like, the four, you know, we had four modules, so… They had four different little… [Kathy DeAngelis] 13:25:08 you know, courses that they would actually go through, but in different places. They would have, like, different goals that they would actually have to click into, where now we actually have one nice one. So, that has made… I love it, okay? I really do. It is… it makes it so, like, when I check my schools and students, it's just so much easier to see all that data right there, and we'll actually see a little bit of it. [Kathy DeAngelis] 13:25:29 If you go to the next slide… So this is one thing, also, when you have that option, what's really nice is when I click into, you know, EdReady, and I want to look at my schools, one of the first things that shows up is this usage slide, and it's just a quick visual of all the, you know, the students in MRDM. [Kathy DeAngelis] 13:25:50 that are in the EdReady part, and you'll notice that is the 4 modules, the finance, algebra, geometry, and Statistics, just like our four modules. But you can just get a quick visual of seeing where students are at, not specific students, but just in general, you can look at the bar as they're going around the circle. [Kathy DeAngelis] 13:26:08 And you'll notice that the light gray is locked, which means that the students haven't completed the prereqs to start that module yet. [Kathy DeAngelis] 13:26:16 Right? Then you have the slightly darker gray, which means that they have completed the pre-WECS, but they actually haven't started the diagnostic yet. [Kathy DeAngelis] 13:26:25 Right? And then, like, the darker blue, that's the one that they're actually in the diagnostic, but they have not completed it. They've started it, though. [Kathy DeAngelis] 13:26:34 And then the purple is that they've completed their diagnostic. [Kathy DeAngelis] 13:26:38 But they haven't gone beyond that. They have either, you know, they got their score, or they haven't had to work, you know, they haven't worked in it to increase their overall score. And then the medium blue, those are the ones that we're currently engaged, or it could be also that they worked until they got the score that they wanted. [Kathy DeAngelis] 13:26:56 So it's really nice when you look at that, you can tell each of the modules, which perfectly makes sense that finance came first. You would expect all the grades to be very little. You would actually hope that. And then you would expect the blue to be the bigger one, which it does. So when you look at the four modules. [Kathy DeAngelis] 13:27:12 But this was just so very nice when I can do that. And now, when I click my school, I can go into MRDM, I pick my school, and I can see all my students, and I can see all the modules, and I can see all their grades just on, like, one slide. [Kathy DeAngelis] 13:27:27 And again, it still was fine the other way, it just took more clicks to get to that. So you could still get the same information, but having your own portal, it just made it much easier to do that. [Kathy DeAngelis] 13:27:39 Right? So next slide, please. [William Engfer - NROC] 13:27:40 This is a shameless… a shameless plug for EdReady here, that, you know, that customization for us is a huge key about supporting our education partners, right? Like, we want to make the tool as customized and as, you know, fitting out of the box for you all as possible, so. [William Engfer - NROC] 13:27:58 Things like custom messaging, you know, portal, uh, timeout, like, you know, monitoring students' time in the application, all that data reporting. There's so much customization that's there. So if you have any curiosity about learning more about that, definitely head over to check out some of the resources our customer success team has, because they will dive into all that nitty-gritty and show you some pretty amazing things. You can find that via our website. [William Engfer - NROC] 13:28:21 Sorry to [Kathy DeAngelis] 13:28:22 Nope, that's just fine. All right. And so this slide here, this is kind of, again, just like a little bar graph of the four modules for where our students. [Kathy DeAngelis] 13:28:34 currently, I should say, when I say currently, this data was… it's from August of 25 to March of 26. [Kathy DeAngelis] 13:28:43 So it doesn't take into account April or May. So a lot of our students in our schools still have almost two months left. So when this data was collected, it still had about two more months left that they could actually work to complete. But again, this just gives you kind of a quick visual of the median scores. [Kathy DeAngelis] 13:28:58 that the students have in the four modules. So, all very… they're all doing well, because again, we want 80 is a mastery level, and so all of them, the median scores, you know, are like this at the finance is about an 84, the algebra is just a little over 82, maybe about an 83. [Kathy DeAngelis] 13:29:16 The geometry is close to an 85. And then, again, stats, it's just under 90. [Kathy DeAngelis] 13:29:23 And I think it's wonderful, um, because I'm also a math teacher, so I really love that, but it's like stats is one of the things that has surprised me the most is that that's probably the least that the kids have it. But once they got in there, I think they really enjoyed it because, again, I do think. [Kathy DeAngelis] 13:29:38 We try and relate it to this whole course. [Kathy DeAngelis] 13:29:42 is related to what they can actually do after high school, and what they will see in real life. So it's much easier for the students, I think, to go through that. [Kathy DeAngelis] 13:29:52 Um, and they want to go through it, that they're actually learning something that they think is applicable. [Kathy DeAngelis] 13:29:58 Next slide, please. Okay, so these next four slides are like the first four slides that we did with the pilot, but except this is going to be for the data from this year. And again, only through March. [Kathy DeAngelis] 13:30:11 So here you can actually also see if you look at the very beginning, we almost had about 7,000 students on this once take that first. [Kathy DeAngelis] 13:30:19 you know, diagnostic in there, so we actually had a significant increase of students from our pilot year to this year. [Kathy DeAngelis] 13:30:27 Here, when the finance, the initial diagnostic, they had a median score of 60. Again, after working through the course, the median score ended up being an 83. [Kathy DeAngelis] 13:30:36 And again, just like the pilot, you can see on the biograph that several of our students continued working until they got that 100. [Kathy DeAngelis] 13:30:42 Um, here, they spent about 6 hours in the Ad Ready module, and just about an hour on studying additional resources. [Kathy DeAngelis] 13:30:51 Next slide, please. Right? And again, when you look at the numbers of students, it makes sense, because finances first, algebra was second module. So now we have about 6,400 that have done. And again, this is through March that have done the initial diagnostic. So here their median score was a 51. [Kathy DeAngelis] 13:31:10 Again, working through their final median score was an 82. [Kathy DeAngelis] 13:31:18 In here, they spent about 6 hours and 20 minutes. [Kathy DeAngelis] 13:31:21 On the EdReady, and about an hour and five minutes on the additional. [Kathy DeAngelis] 13:31:24 Um, and honestly, this is just like in our pilot one. In the algebra, they got that really nice, they hit their median score, and some went on, but not as many went on in algebra. And this could possibly be because they see this all the time. They've had this a lot. This is not necessarily new material to them. [Kathy DeAngelis] 13:31:40 So it might not be quite as engaging to them, whereas some of the finance and some of the stats are newer things that they might be more… They might want to learn more on it. [Kathy DeAngelis] 13:31:52 Next slide, please. Okay, so our third module, the geometry, we're just under about 5,900 students taking the diagnostic. 64 was the median initial diagnostic score, and after working, they got about an 83 for their median score. [Kathy DeAngelis] 13:32:10 And again, if you look at the time, it's about 6 hours and 35 minutes in the module and about 40 minutes on doing additional. [Kathy DeAngelis] 13:32:18 material. And just like all the rest, you can see that some of our students just continue on because they want that 100 or more. [Kathy DeAngelis] 13:32:25 Next slide, please. In here, in the stats, we have about 5,400 students that have taken the diagnostic. [Kathy DeAngelis] 13:32:35 Um, the median score in the initial was a 61. Again, they continued working, and the meeting score was a 93. [Kathy DeAngelis] 13:32:43 Um, so about 6 hours and 40 minutes on the EdReady, and about 25 minutes on the additional material. But again, still like the rest, it's like the statistics, it's our highest median score at the very end, even though this is probably the stuff they haven't seen the most. Um, it seems like the kids really sort of enjoyed it, and they worked. [Kathy DeAngelis] 13:33:01 more to get that higher score at the end. [Kathy DeAngelis] 13:33:06 Right? Next slide, please. And I think we're back to Laura. [Laura Mason] 13:33:13 All right. So these next few slides are ready for industry. And Simone, if you want to do it, or I can do it, and then you chime in here. But this is showing the map of this year where all the schools are and the students are working. [Laura Mason] 13:33:31 and they're ready for industry. [Simone Smith Ready for Industry] 13:33:35 Yeah, um, exactly. So we have thousands of learners in Tennessee working on a ready for industry, and we are so proud of that. And I know on the next slide we have more stats there. So yeah, learners are able to get, you know, their. [Simone Smith Ready for Industry] 13:33:52 industry, industry credential through Reddford Industry as well. So these are just all over Tennessee. Just a graph of our learners, and I know, like I said on that next slide, we have more insight. [Simone Smith Ready for Industry] 13:34:08 on what's happening. There it goes. Beautiful slide there. So yes, we have over 77,000 lessons that have been completed on ready for industry across Tennessee. [Simone Smith Ready for Industry] 13:34:21 We have about almost close to 2000 active students, 1,200 certificates that have been awarded. And then we have 94 active school. So all of these students, this is very powerful, are getting that industry preparedness. [Simone Smith Ready for Industry] 13:34:38 And ready for those employers. So as we all work together, and it's always a team, like, we have to be a team and partner together. That's why we're so happy to be here today. As you can see, this is the work that is being done across. [Simone Smith Ready for Industry] 13:34:53 Tennessee and what we continue, um, how we want to continue to serve and have that impact. [Simone Smith Ready for Industry] 13:34:59 So we are fully funded, a fully funded program across Tennessee, and I put that information in the chat. So please sign up. And so we can create continue. [Simone Smith Ready for Industry] 13:35:14 To do the good work, but we just wanted to share how, like, we're so happy to have our partnership with sales and what's happening across Tennessee while utilizing Ready for Industry. [Simone Smith Ready for Industry] 13:35:25 So, thank you for that slide. Anything you want to add, Laura? Because I know you're doing… you and Kathy are doing the great work. Thank you. [Laura Mason] 13:35:28 I think the next… the next slide. Yeah, the next slide is really exciting news. [Laura Mason] 13:35:36 Would you like for me to explain, or you want to share this? [Simone Smith Ready for Industry] 13:35:41 Yeah, um, I would love for you to talk about how it's happening within sales, but I can jump in here as well. So, one of the most amazing things that, uh, in Tennessee is that MK and our K-12 department all across. [Simone Smith Ready for Industry] 13:35:57 Tennessee, we are a Tier 1 credential. So, but students who take any of our courses can earn a micro credential through Nokti. So you can get your certificate after you complete the course. [Simone Smith Ready for Industry] 13:36:14 course and take that final exam, but you can also get even more industry ready by getting that micro credential through NOCTI, uh, in the state of Tennessee as well. Laura, if you can just, um, chime in and tell us how some of your learners. [Simone Smith Ready for Industry] 13:36:31 have been able to have that success and what it's looking like in partnership with sales. [Laura Mason] 13:36:36 So we did have a celebration day down in. [Laura Mason] 13:36:42 Sequoia. Yeah, and Hamilton County, I believe, and there was a student there that had completed all 5 of the industries and Rfi, and then she had set for the Nocti for one of them, and she hadn't yet passed, but she was going to do that again. [Simone Smith Ready for Industry] 13:36:48 Yes. [Laura Mason] 13:37:02 So it's just excitement about that. And then we went to Gallatin and Nashville just last month or no, it was earlier this month. Sorry. And they as well have many students that are doing multiple in these. [Laura Mason] 13:37:18 or if I modules. Yes, they're getting those. And then they're considering the NACTI. That's kind of scary sometimes, but those that are really sincere about going to the TCAT or going straight into this industry to try to find a job, they do understand how important this would look on a resume. [Simone Smith Ready for Industry] 13:37:21 Of course. [Laura Mason] 13:37:39 So this is going to be for the 26-27 year about the tier one with the Tennessee DOE. So we're very excited about that. [Simone Smith Ready for Industry] 13:37:51 Yes, and we're so excited about all of our learners who have who are working towards getting those micro credentials. And it's always great to have those celebrations for the students, because, like I said, when your learners are going to these employers, we want to make sure that they have that terminated terminology. [Simone Smith Ready for Industry] 13:38:12 that skill, you know, that they're skilled, and that they're ready. And also, that they, um, really understand what those employers are looking for, and they can come to the employer saying that they have this experience as well. [Simone Smith Ready for Industry] 13:38:27 While doing… getting these credentials, they're getting those test-taking skills. It's kind of all in one, so we… it's all about preparedness, right? So prepare, prepare, prepare. [William Engfer - NROC] 13:38:39 That's awesome. I'd actually love if you could dive a little bit into what the logistics of that look like, like, how does a student get sort of siloed into this? I'm assuming they have to complete the MRDM program to move into this sort of phase? And then also, like, how long does that work? [Simone Smith Ready for Industry] 13:38:40 That's awesome. [William Engfer - NROC] 13:38:55 Is there a cost to students? What does the sort of, you know, actual pathway into getting something to… because I think it's a huge thing to go from learning fundamental skills in EdReady, uh, up to actually being able to graduate high school with. [William Engfer - NROC] 13:39:11 A micro-credential to be able to go, you know, into a technical program already having that credential on their resume, or to go into an employer. So, how does that sort of pathway [Laura Mason] 13:39:22 So when we originally laid out the structure of how this would flow, we did bookmark it at the end, and we had so many schools that said, No, they need early access because it can take 15 to 20 h, especially if you're doing the medical. [Laura Mason] 13:39:44 vocabulary there, that's quite intensive. So we did give early access, and we leave that up for the teacher to decide. The teacher can decide when they want to do that, how they want to manage that. I know, Kathy has a unique situation at one of her schools. If you want to share how your teacher hand [Kathy DeAngelis] 13:40:06 Well, I actually… I have two, but one of my schools, um, it's a year-long school. And so she's actually started from the very beginning, the very beginning of the semester. [Kathy DeAngelis] 13:40:19 She has certain days, so obviously they meet five days, and she has certain days where they work on, like, the MRDM, the D2L platform, the material in there. Then she has, like, an EdReady day, where the kids will actually work… if… now, they can work on anything, but she has very specific days, so that way she can keep her kids moving all the way through. [Kathy DeAngelis] 13:40:40 And then she has, um, a day where they will also be working on the RFI. [Kathy DeAngelis] 13:40:47 And so she has been doing that the entire year. She also does like little mini lessons with them as well. So she doesn't, she has a few kids that have actually finished, but most of her kids are on the same path because they're going through and she has them, they have to do everything. [Kathy DeAngelis] 13:41:04 So they have to do every lesson, even ungraded lessons, they've got to do everything. Um, and… And I will also just mention this one little thing, because we do are working with the ADA, ADE as well. She has one of she's actually working. [Simone Smith Ready for Industry] 13:41:21 Oh. [Kathy DeAngelis] 13:41:24 she was one of our little pilot ones who's working with that as well. And she has taken from one of her, uh, the finance thing, one of her, like, the business plan. She's got, like, uh, she's combining these together for the kids. [Kathy DeAngelis] 13:41:39 They're actually doing food trucks and she's working with their CTE culinary ones at the school at the same time as they're in MRDM and hopefully next year since this was just like just trial, that next year it will actually count at their high school for credit in both that they will actually get grades. [Kathy DeAngelis] 13:41:58 In the culinary part, if that's what the CTE that they're doing, plus they'll get grades in MRDM, but she's trying to, like, integrate all of that. [Kathy DeAngelis] 13:42:05 Um, and they have to… the kids have to do all this, you know, so they get all the experience before they get out of high school. Um, but that has worked really, really well. So it's like, I really, you know, I think, you know, she has it the right way, where it's like, she kind of helps guide the students as they go through it. [Kathy DeAngelis] 13:42:21 But they're working, and they're doing everything. And then I have another teacher. It's not quite as… Much as that, but what he has done is he sees the value of all these different careers. Um, so they have, like, their grading system is, you know, they can get through the Ed Ready and the MRDM and they'll get a grade, or even like one RFI. [Kathy DeAngelis] 13:42:46 But if they want to get a certain grade, they actually have to complete two RFI and get their certificates. But he also wants them just to be exposed to different, because some of the kids know what they want to do. Some have no idea. [Kathy DeAngelis] 13:42:59 Um, and so I was also going to say, is some of our students that I have, they're going directly into the workforce. And so they're not planning necessarily on taking the NACDI, but… by doing this and getting their certificate, they've been exposed to terminology and things that I actually have one student in the construction that's doing construction right now. He's part-time, already has a part-time job in construction. And so he's really excited that he's going through and doing literally everything, reading through, watching all the videos, doing every single assignment. [Simone Smith Ready for Industry] 13:42:59 Mm-hmm. [Simone Smith Ready for Industry] 13:43:14 Oh. [Kathy DeAngelis] 13:43:29 Because he can see how that's actually going to benefit him at the end, just so he can know some of the stuff before I get started. So I think for those students that, like I said, the workforce students, the tax school students, this is really beneficial to them. [Kathy DeAngelis] 13:43:42 So they can kind of get some exposure before they actually get out of high school. [Simone Smith Ready for Industry] 13:43:49 Yeah, and Kathy, the biggest part of that is that exposure piece. So I'm glad that you pointed that out, and all alternative routes to education, you know, post-secondary. So thank you for sharing your educators experiences with their students. [Laura Mason] 13:44:06 So the answer your other question, William, that it does not cost the students anything to participate in the RFI modules that is covered in the State budget. And then, if they want to go to take the Nocti exam. [Laura Mason] 13:44:23 That is a fee that the student would be responsible for, but I know many schools that are able, they have funding for those students that need that support. So it's really a great… great way. [William Engfer - NROC] 13:44:33 That's… That's great to hear, because, you know, again, breaking down those barriers, it's really amazing to hear also, you know, Kathy, your stories, where you can hear people who are, you know, going through this process step by step by step in order to discover and learn and explore, but also students who really feel energized by being able to master learning. [William Engfer - NROC] 13:44:57 work towards credentials, like, you know, the story about the student working on construction, right, where they can see all the connections come together, and they're really getting ahead of getting prepared to move into one of those career, um, into one of those career tracks. So that's really amazing. So. [Laura Mason] 13:45:14 Awesome. You ready for next slide? [William Engfer - NROC] 13:45:16 Oh. [Simone Smith Ready for Industry] 13:45:16 Yeah, and it's all about application as well. And I do wanted to add about the Nocti prudential that sites can also become a testing site as well for the students to sit for the Nocti exam. So just wanted to. [William Engfer - NROC] 13:45:29 That's great. That's great. [William Engfer - NROC] 13:45:33 I will head over here. Laura. [Laura Mason] 13:45:36 That was great, Simone. Thank you. I didn't say that, and that is something that we we all know. And so thank you for pointing that out. So yes, coming back to our goal of every student college ready college and career ready, right? That's what we're working for. So if there's anyone that would like to know more about the sales program. [Simone Smith Ready for Industry] 13:45:36 Okay. [Simone Smith Ready for Industry] 13:45:45 First. [Laura Mason] 13:45:58 We have all of our information here, and they'll share out these slides or the link, I believe, to the webinar. And then next slide, I think we're ready for [William Engfer - NROC] 13:46:11 Awesome. Well, thank you all so much for talking. I mean, there are so many incredibly interesting aspects to this program. Um, first and foremost, I want to jump over to a question that my colleague Angie actually has about the training that you all have. [William Engfer - NROC] 13:46:28 Um, for the sales navigators, and how they train, um, talking about the role of a Sales Navigator, and then also training teachers on this course. Laura or Kathy, I don't know if you want to dive into that a little bit. [Laura Mason] 13:46:43 Yeah. So we have several of our sales forward coordinate field coordinators in the room here, but they can attest to we have training. [Laura Mason] 13:46:55 anytime on demand in that we have a group called mentors in that they're working ahead of everyone else on processes. So they're ready. If we have a unusual situation. We also have monthly community of practice. [Laura Mason] 13:47:11 Or we can come together collectively and go ahead and tackle something that's come up, or go ahead and begin to introduce a new item. Then, of course, we have a professional development in the summer, as well as the winter. [Laura Mason] 13:47:27 And we have those times to discuss all the housekeeping. Boy, we really need to fix this, right? We like to make a wish list, things that could be better. And then we get together with the teachers in July. [Laura Mason] 13:47:43 And Tara Jefferson, one of our director of operations, and Lance Hamilton, our other director of operations. They meet field coordinators and the teachers in locations all across the State. [Laura Mason] 13:47:59 And they go through a training. We also have a platform in D2L, and we ask for input from the teachers, questions they had. And then we have our field coordinators review to make sure that everything. [Laura Mason] 13:48:14 It's going to make sense when someone opens up that training course [William Engfer - NROC] 13:48:20 That's awesome. Um, very cool to hear about, you know, how you're, again. [William Engfer - NROC] 13:48:25 broadening out that support. It goes throughout the network. I think it really attests all the amazing work that you all are doing. It's in the name, right? Field Coordinator. You're really out there in the field. Um, I'll… I'd love to dive into, actually, sort of the diversity of working across, you know, the state of Tennessee in just a moment, but we got a couple other questions that came in, so I want to cover those first. [William Engfer - NROC] 13:48:48 While we have time here. So, uh, Simone, actually, there's a question in there talking a little bit more about the other states that RFI is also working in. I don't know if you want to mention that really quickly, where else you might be working outside of Tennessee? [Simone Smith Ready for Industry] 13:49:03 Yes, um, so we do provide supports all over the United States. We're ready for industry. We have various states that we're in, but our fully funded states that the program is free to while we're right now in Alabama. [Simone Smith Ready for Industry] 13:49:17 Louisiana, Tennessee, of course, and I just put that link in the chat for you all if you're interested, please sign up for an account. It's fully funded for you. And then also Kentucky. So yeah, we're working with various organizations, like I said. [Simone Smith Ready for Industry] 13:49:32 All over the United States, but Kentucky, Alabama, Louisiana, and Tennessee are our fully funded states. [William Engfer - NROC] 13:49:40 That's amazing. It's great to see. Yeah, great to see that footprint spreading out, right? We have another question in here from NROC's fearless president. Are there other areas of industry or other competency areas that are planned? [Simone Smith Ready for Industry] 13:49:40 And I thank you for asking. [William Engfer - NROC] 13:49:55 Um, for the future, for either Tennessee sales, um, for RFI, for, you know, the program as a whole that you're looking at. [Laura Mason] 13:50:06 So we just launched a pilot with the ACT prep with EdReady as our platform. And I'm happy to tell you that we have 14,000 seat requests for the fall. [Laura Mason] 13:50:21 Next year, so that evidently is a great addition. And thank you, Ed Ready for all the work that we scrambled to get that going. And then, as far as looking in the future. [William Engfer - NROC] 13:50:32 That's. [Laura Mason] 13:50:36 We haven't checked which one we want to go with yet. We've had many suggestions, and I know Simone, Josh shared you guys are looking at some things if you [Simone Smith Ready for Industry] 13:50:51 Oh, yes, we're always, um, looking into expansion and growth. Even with our courseware within the program. Not a lot that I can say right now, but there are, of course, upcoming things that are happening with ready for industry as well. [Simone Smith Ready for Industry] 13:51:06 As I talked about earlier, just continue to spread that impact all over and continuing to build our reach within all different types of organizations, post-secondary and within high schools. [William Engfer - NROC] 13:51:22 Yeah, and I will say, again, a shameless plug for EdReady and for our products, right? We work both in secondary and in post-secondary in things like ACT prep, in dual enrollment, in course placements. [William Engfer - NROC] 13:51:37 Again, that customization of the tool really can lend itself to working in a lot of different areas. So, we're excited to see that growth, and yes, shout out to everybody bringing on ACT Prep for Tennessee Sales as well. I know that that will be a super exciting expansion to the program. [William Engfer - NROC] 13:51:54 Um, I would love to jump back, um, let me actually double check here, we might have another question. Um… Well, Arash has another question. Tennessee sales seems like it would be a good program that would be replicable for other States, and I think because this is such a hot minute right now for workforce development and for, you know, micro credentialing for industry. It's it's really a buzz thing in education, as we know. [William Engfer - NROC] 13:52:23 Um, is there something that you all can see, a sort of secret sauce, uh, to launch and grow the program that you all have seen Kathy and Laura, uh, but also, like, maybe what you would see as a replicable system in other states or how to get that off the. [William Engfer - NROC] 13:52:39 ground, maybe? Any insight into that? I'd love to know. [Laura Mason] 13:52:42 Kathy, you take that one. [Kathy DeAngelis] 13:52:46 One thing I want to say is, you know, when we first started, you know, how we get started in the state of Tennessee, like I said, this is like, well, I've only been doing this for 12 years. I think it initially started maybe even. [Kathy DeAngelis] 13:52:58 14 years ago, for that very, very first tiny little pilot. Um… We actually started working… looking at the community colleges. [Kathy DeAngelis] 13:53:09 Um, and what their math requirements were, and they actually… Back then, they actually had, like, a remediation class. [Kathy DeAngelis] 13:53:18 And so we kind of sales worked with the community colleges, found out the requirements for their remediation program, and that's how we developed our math program based on that exact same course that they would be that first course they'd be taking in college if they didn't get a high enough ACT, that first remedial course. [Kathy DeAngelis] 13:53:38 And we based our sales course on that. Um, so I would say, honestly, you know, for anyone who really wanted to get into the program, the easiest thing to do would be talking to, like you said, if you have a tech school or if you have a community college. [Kathy DeAngelis] 13:53:53 Talk to those schools, because I will say, because I also used to teach at a community college. So I would teach. I actually taught the same course that we're doing in high school at the college level. And so I do know that a lot of the colleges were very excited about that. [Kathy DeAngelis] 13:54:10 Because a lot of students, when they first go to, like, a tech school or a college, if they do need remedial, or now it's like a lot of them are co-requisite, um, it's very difficult for those students, because those math… is not usually their strong point if they need those. And if they get into a co-requisite model. [Kathy DeAngelis] 13:54:27 What that means, like, right now, that means they take math five days a week. [Kathy DeAngelis] 13:54:31 And they take… 3 days a week is their normal math course, and on their off days, it's the remedial math. [Kathy DeAngelis] 13:54:38 So, they don't have time. It's not like you can even… do they go over the remedial before they get into their main course, they're taking it at the same time. And so, it's like a 5 credit, but they have to pay for 5, they only get 3 credits, and then there's 2 credits that they pay for that they don't get, because it's not college level. [Kathy DeAngelis] 13:54:55 And there are a lot of students that have difficulty with that to be able to be successful. So there are plenty of students, if they get into that program, then they have to drop out, or have to retake it. Um, so a lot of the colleges are really, if a high school. [Kathy DeAngelis] 13:55:10 If there is some program in your state that is willing to put that course in high school. [Kathy DeAngelis] 13:55:15 That's just a benefit to the high school kids, and it's a benefit to the colleges or the tech school. So the kids are ready for it. So, I mean, that's what I would do, is I would just… and that's how we started off, is we actually reached out to the colleges, the community colleges first, and then to the TCATS. [Laura Mason] 13:55:34 and the secret sauce are the field coordinators. We have 23 field coordinators across the state. They're the ones in the classroom. They're the ones helping the students, helping the teacher, talking with the counselors, going to the principal. [William Engfer - NROC] 13:55:34 That's… [Laura Mason] 13:55:49 Taking those phone calls at all hours that this has happened. We think we've got an academic integrity violation. Can you confirm, you know, without them, this program would not be successful. [William Engfer - NROC] 13:56:06 Yeah, it is all the work of the people down on the ground administering these programs, and the educators in the classroom, right? We always pride ourselves on being a collaborative tool for educators to use, and likewise with the Tennessee Sales Program, likewise with Ready for Industry, I'm sure you all would echo this, like. [William Engfer - NROC] 13:56:24 Educators are, first and foremost, the most important thing that can make or break, you know, having a student commit into these programs. So, um, we always love to hear when educators are able to be trained on this stuff. It helps lighten their workload, not increase it. [William Engfer - NROC] 13:56:40 And it really helps empower the learning that they're doing, and the hard work that they're putting together with curriculum in the classroom, right? So, hearing some exciting stuff about, like, the hybrid models that you all are seeing is really amazing. [William Engfer - NROC] 13:56:55 I'd actually love to dive into how making this program work across so many schools, you know, with really diverse demographics and student populations that you're serving, right? You know, between rural and urban, large and small. [William Engfer - NROC] 13:57:12 Like, how has the process been implementing those at different sizes of institutions, and has it required some. [William Engfer - NROC] 13:57:20 You know, adaptability in that, that's changed, um, you know, how you view the program [Laura Mason] 13:57:28 And I'm going to say that. Every school is different, and that's what we count on the field coordinators to come back and tell us, and it's like we have the ready for industry. Some wanted to make sure they made it all the way to the midterm, and then they would open up. [Laura Mason] 13:57:47 And others wanted to get them an early start because they knew it was going to take them a lot of time. And so our field coordinators reporting that back to their DOs and then we're being flexible and our vendors are being flexible. [Laura Mason] 13:58:03 I think that's one of the main things. [William Engfer - NROC] 13:58:07 That's great. That's… that's really amazing to hear, and I'm so excited for the growth of this program to continue. I'll be very excited to see what the data comes in, you know, with the ACT Prep program, um, with the growth of Ready for Industry. Well, if there are any last-minute questions, please feel free to pop those in the chat or the Q&A box, but we're. [William Engfer - NROC] 13:58:28 pretty much coming up on time here. I don't know if Kathy, Laura, Simone, if you have any other last, you know, minute things that you want to chip in here, please feel free. [William Engfer - NROC] 13:58:40 No? All right. Well… [Simone Smith Ready for Industry] 13:58:41 Yeah, I would just like to say, if anybody needs support with the program, you know, I'll put my information in the chat as well, so you can feel free to email me also. But yeah, we're happy to hit our support, and we do offer a helping hand at Ready for Industry. We have unlimited professional development as well. So. [William Engfer - NROC] 13:59:00 That's amazing. Yeah. Awesome. Well, thank you so much. Of course, get in touch with any of us here. Simone, please. Um, yeah, we'd love to have your contact info there as well. If you want to learn more about the Tennessee Sales Program, get in contact with us, but also if you want to learn about what EdReady could maybe do for your institution. [Simone Smith Ready for Industry] 13:59:00 I just wanted to let you know. [William Engfer - NROC] 13:59:19 For your high school, for your community college, for your four-year institution, for adult ed. We cover all the bases. Please, you know, book a demo with us, get started on the conversation. We want to see, you know, a win-win-win for students and for educators and amazing programs like Tennessee Sales and Ready for Industry are just proof. [William Engfer - NROC] 13:59:39 that when we all collaborate, we use technology, we can make a real difference for students and learners. So, uh, thank you all for joining us today. Please keep an eye out for our future editions of our NROC webinar, and a huge, huge thank you to Laura, Kathy, Simone for joining us. This has been a brilliant conversation. Thanks so much. [William Engfer - NROC] 14:00:02 Alright, with that, we will head out. Thank you all for joining us. Again, get in contact if you… if you'd like to learn more.